Vad läraren och eleverna gör under fasen självständigt arbete och vilka förmågor eleverna ges möjlighet att utveckla under fasen. En kvantitativ studie om praktiken i den svenska matematikundervisningen

Abstract

This paper provides an overview of the phase independent work in the mathematics education in Sweden for pupils at age 9-12. It examines; how much time that is spent on the phase independent work, what the teacher does the during the independent work as well as what the pupils do and what mathematical abilities the pupils are given opportunities to develop during the phase. Focus lies upon the importance of interaction to acquire mathematics knowledge. Furthermore, focus lies upon what the teachers do but pupils are also taken in to consideration.

The result shows that the big amount of independent work that exists in the Swedish mathematics education does not provide enough interaction to be able to, in an exemplary way, educate pupils to full extent. It also shows that the amount of independent work, as it appears in the Swedish mathematic classrooms, does not contribute to motivated pupils. To summarise, the amount of independent work should be decreased and more opportunity to interaction are ought to be given.